CASE-BASED E-LEARNING FOR CLASSROOM MANAGEMENT PROBLEM SOLVING PROJECT
Purpose: Develop a case-based e-learning environment that promotes the development of student teachers’ epistemic beliefs, critical thinking, and justification skills to promote their ill-structured problem-solving abilities.
Description: Teaching is a profession that requires ethical and intellectual responsibility and subtle judgment. Helping future teachers to understand the complexity and ambiguity involved in daily practices and to develop professional views of various issues regarding education is critical to teacher education. This project identifies the nature of dilemma problems and finds ways to enhance students’ ill-structured problem solving abilities.
Collaborators: Dr. Kyunghwa Lee, Department of Elementary & Social Studies Education, UGA
Publications:
- Choi, I., & Lee, K. (2009). Designing and implementing case-based learning environments for enhancing ill-structured problem solving skills: Classroom management problems for prospective teachers. Educational Technology Research & Development, 57(1), 99-129. doi: 10.1007/s11423-008-9089-2.
- Lee, K., & Choi, I. (2008). Learning classroom management through Web-based case instruction: Implications for early childhood teacher education. Early Childhood Educational Journal, 35 , 495-503.
- Choi, I., & Lee, K. (2008). A case-based learning environment design for real-world classroom management problem solving. TechTrends, 52(3), 26-31.
CASE-BASED E-LEARNING FOR ANESTHESIOLOGY
Purpose: Develop a learning environment that facilitates the integration of three essential kinds of knowledge for solving real-world problems simultaneously–situational knowledge, strategic knowledge and content knowledge.
Description: The anesthetization process is a complex and high-risk task in which critical decisions need to be made in a timely manner during dynamically changing situations. Instructors in this course are often challenged by the fact that a great amount of information needs to be delivered to the students within a very limited time. This project aims to identify the nature of dynamic/naturalistic decision-making processes and to find ways of facilitating decision-making skills in a dynamic situation through a case-based e-learning environment.
Publications:
- Choi, I., Hong, Y. C., Park, H., & Lee, Y. (2013). Case-based learning for Anesthesiology: Enhancing dynamic decision-making skills through cognitive apprenticeship and cognitive flexibility. In R. Luckin, P. Goodyear, B. Grabowski, S. Puntambeker, J. Underwood, & N. Winters (Eds.), Handbook on Design in Educational Technology (pp. 230-240). New York: Routledge.
- Choi, I., Lee, S., & Kang, J. (2009). Implementing a case-based e-learning environment in a lecture-oriented anesthesiology class: Do learning styles matter on complex problem solving over time? British Journal of Educational Technology. 40, 933-947. doi: 10.1111/j.1467-8535.2008.00884.x.
- Choi, I., Kim, H., Jung, J. W., & Clinton, G., Kang, J. (2006). A case-based e-learning model for professional education: Anesthesiology for dental students. In M. Orey, V. J. McClendon, & R. M. Branch (Eds.), Educational media and technology yearbook 2006 (Vol. 27, pp. 109-118). Englewood, CO: Libraries Unlimited.
CASE-BASED E-LEARNING FOR MULTI-DISCIPLINARY PROBLEM SOLVING
Purpose: Identify the unique nature of multi-disciplinary problems, and develop and implement a case-based learning environment in order to enhance future engineers’ scientific, innovative, adaptive, and ethical problem solving abilities.
Description: Engineering is a practical art learned from scientific knowledge, mathematical logic and applied experience to design and create under constraints. A recent UGA Engineering Think Tank identified three characteristics for profiling a future UGA engineer: 1) technical excellence in science, mathematics, analysis and synthesis; 2) innovative curiosity for creative adaptation from learning, unlearning and relearning; and 3) humanistic consciousness grounded in humanities, arts and social sciences.
Collaborators: Dr. Guigen Zhang, Department of Biological and Agricultural Engineering, UGA
CASE-BASED E-LEARNING FOR ORTHOPEDIC SURGERY
Purpose: Develop and implement a case-based e-learning environment to expose future veterinarians to various small animal orthopedic surgery cases and how experts think and react to the cases.
Description: This innovative training will enhance prospective veterinarians’ reasoning and dynamic decision-making skills along with their awareness of multiple perspectives and diverse ways of problem solving. Helping future veterinarians understand the complex and dynamic nature of veterinary medicine and effectively exercise their judgment based on analytical and reflective thinking is a critical mission in veterinary education.
Collaborators: Dr. Dennis Aron, Department of Small Animal Medicine and Surgery, UGA
ONLINE PEER-QUESTIONING PROJECT IN A CASE-BASED TURFGRASS MANAGEMENT CLASS
Purpose: Develop a peer-questioning scaffolding framework and a variety of static (artifacts) and dynamic (instructors) instructional strategies for implementation in a case-based e-learning environment.
Description: Meaningful discussion that facilitates reflective thinking can be initiated when learners raise thoughtful questions or provide critical feedback; however, generating effective questions requires a certain level of domain knowledge and metacognitive skills of the question-askers. This case-based e-learning environment scaffolds effective peer interactions to facilitate reflective and meaningful knowledge construction.
Collaborators: Dr. A. J. Turgeon, Department of Corp and Social Science, Penn State, UGA
Publications:
- Choi, I., Land, S., & Turgeon, A. (2008). Instructor modeling and online guidance for peer questioning during online discussion. Journal of Educational Technology Systems, 36, 255-275.
- Choi, I., Land, S., & Turgeon, A. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33 , 367-379.